GESP Playbook Development Consultant, UNICEF Global Programme Division, Generation Unlimited, New York, USA (remote) 4 months #595212

About the role

Under the direct supervision of Programme Specialist (GESP coordinator), in close collaboration with Senior Advisor for Global Programmes, Monitoring and Evaluation Specialist, and the GenU global team, Country Offices and GESP implementing partners, the GESP Playbook Development Consultant will translate GESP's tacit knowledge, operational experience, lessons learned and effective approaches into a practical global public good. The Playbook will provide future practitioners and donors with interactive tools, templates and guidance for designing, implementing and strengthening girl-centred learning-to-earning pathways, ensuring that GESP's implementation experience continues to inform and benefit future investments in adolescent girls' and young women's economic empowerment.

The consultant will apply a human-centred design (HCD) and social and behaviour change (SBC) lens to the Playbook's content and structure, and will develop a web-based visualization of the Playbook including the use of tools such as H5P, as an interactive, practitioner-friendly resource that can be navigated and used independently by future users.

Responsibilities

• Translate GESP's tacit knowledge, operational experience, lessons learned and effective approaches into a practical global public good
• Develop a Playbook that provides future practitioners and donors with interactive tools, templates and guidance for designing, implementing and strengthening girl-centred learning-to-earning pathways
• Apply a human-centred design (HCD) and social and behaviour change (SBC) lens to the Playbook's content and structure
• Develop a web-based visualization of the Playbook including the use of tools such as H5P, as an interactive, practitioner-friendly resource that can be navigated and used independently by future users

Requirements

• Advanced university degree in international development, education, gender studies, social and behaviour change, human-centred design, public policy, youth livelihoods, or a related field
• Minimum 7 years of progressively responsible experience designing and developing practitioner-facing tools, playbooks, toolkits or guidance using human-centred design (HCD) and social and behaviour change (SBC) approaches for gender-responsive programming
• Fluency in English is required

Qualifications

• Demonstrated experience applying human-centred design (HCD) and/or social and behaviour change (SBC) approaches to the design of programmes or practitioner resources
• Experience developing practitioner's guides, toolkits or playbooks for gender-responsive programming for adolescent girls and young people is required
• Strong analytical skills, including the ability to synthesize qualitative and quantitative information, assess programme models, identify practical implications and translate analysis into clear recommendations
• Strong writing skills, including experience producing high-quality analytical reports, guidance notes, frameworks, tools, presentations and recommendations

Skills

• Experience in youth livelihoods, youth employment, skills-to-work transitions, or related fields is desirable
• Experience using H5P or similar interactive digital authoring platforms to visualize guidance, toolkits or learning resources for practitioners is desirable
• Experience supporting multi-country or large-scale programmes in international development contexts is desirable
• Familiarity with instructional design or e-learning best practices for interactive, self-directed practitioner resources
• Strong understanding of the social, financial and policy barriers adolescent girls and young women face in moving from learning to earning, particularly in low- and middle-income country contexts
• Demonstrated ability to work across diverse teams and stakeholders, including global teams, country teams, implementing partners, private sector actors and youth-serving organizations
• Experience engaging adolescent girls and young women as partners in programme design and implementation, and knowledge of girl-centred learning-to-earning approaches
• Knowledge of another official UN language or a local language is an asset